Bridging Educational Voids: The Emergence and Significance of Sociology in Somali Higher Education

Abstract

The purpose of this paper is to investigate the absence of sociology as an academic subject within Somali higher education, delve into the history of higher education in Somalis, examine the primary themes of sociological debates in the country, and explore potential prospects for offering sociology as a field of study in Somali universities. By employing a Qualitative Descriptive Review methodology, the study thoroughly reviews and thematically analyzes a range of literature, such as academic papers, historical documents, and policy papers, instead of gathering primary data. This method is selected to provide a comprehensive account of the obstacles and opportunities in incorporating sociology into the curricula of Somali universities. Somali higher education, which commenced with the establishment of Somali National University following independence, has experienced a turbulent history. Initially, the only operational university during the military regime until 1991, the fall of the military government resulted in several decades of conflict and instability. Despite these challenges, several universities have been active over the past two decades, but they have largely overlooked sociology, resulting in a notable deficiency in the social sciences. The study demonstrates that the lack of sociology in Somali universities represents a significant oversight, given the subject's potential to contribute to understanding and addressing social issues in a post-conflict society. In conclusion, the paper advocates for the urgent need to integrate sociology into the curricula of Somali universities, arguing that doing so would not only bridge an existing academic gap but also equip future generations with essential tools to analyze and positively contribute to the rebuilding and development of Somali society.